ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
How can short-term programs be evaluated to ensure they provide a quality experience and positive outcomes for students? A recent paper from the Workforce Data Quality Campaign (WDQC) describes the existing processes for evaluating quality for postsecondary education and workforce training, and analyzes how well these quality assurance processes apply to short-term programs.
The paper assesses how well quality assurance mechanisms such as accreditation, gainful employment regulations, Registered Apprenticeship requirements, eligible training provider (ETP) lists and state-developed industry credential lists work when applied to short-term programs, based on seven criteria:
The paper concludes that no current quality assurance processes are ideal for short-term occupational programs, and recommends that federal financial aid policies support short-term programs that:
In addition, WDQC recommends that federal Pell Grants be expanded to short-term programs that meet the criteria above and include 150 to 600 clock hours of instruction over a period of at least eight weeks. The U.S. Department of Education should certify eligibility every three years.
Posted by Catherine Imperatore on 03/12/2017 at 01:06 PM in Data and Research, Postsecondary Issues | Permalink
CTE students have dramatically increased their postsecondary enrollment since the 1990s, particularly students earning more CTE credits.
This National Center for Education Statistics data shows that high school graduates from the class of 2004 with some CTE but less than two credits, and high school graduates who earned between 2 and 3.99 CTE credits, had enrolled in college within eight years at nearly the same rate—90 percent and 91 percent. In comparison, students earning 2-3 CTE credits (i.e., CTE concentrators) from the class of 1992 only had 85 percent college enrollment.
Share this data with policymakers, media and parents to let them know that CTE supports students on the pathway to postsecondary education.
Continue reading "Data Driven: CTE Postsecondary Enrollment Up" »
Posted by Catherine Imperatore on 02/27/2017 at 02:49 PM in Data and Research, Postsecondary Issues | Permalink
Through work-based learning, students can gain a variety of skills that positively impact their education in the classroom and set them on a path to their futures. For instance, research points to higher postsecondary GPAs earned by students who participated in work-based experiences in high school. Data has also demonstrated better employment outcomes for students who participate in workplace learning
There are a variety of work-based learning experiences that students can participate in, ranging from tours and job shadowing to internships and apprenticeships. And luckily, these experiences are not as difficult to develop and manage as some employers think, according to a brief from the Pathways to Prosperity Network. In addition, states are coming up with innovative ways to measure the effectiveness of work-based learning, as described in this report from Advance CTE.
When sharing the above information with business leaders, the media and policymakers, highlight how work-based learning has helped students and employers in your area.
You can find more research and data about CTE with ACTE Fact Sheets.
Continue reading "Data Driven: Work-based Learning Benefits" »
Posted by Catherine Imperatore on 01/30/2017 at 01:41 PM in Data and Research | Permalink
Today, ACTE and Advance CTE released their fourth annual report, State Policies Impacting CTE: 2016 Year in Review. The report identifies and summarizes nearly 150 CTE-related laws, executive orders, boards of education actions, ballot initiatives and budget provisions passed across the country last year.
We found that last year, 42 states enacted policies addressing a variety of issues, ranging from CTE access and equity to teacher certification. The report highlights several trends, including states’ continued investment in CTE programs and initiatives, a strong focus on encouraging and incentivizing industry partnerships and work-based learning, and support for dual and concurrent enrollment in CTE subjects.
You can also attend a webinar about the paper findings this afternoon at 2pm ET (or watch the recording later at www.acteonline.org/seminars).
Posted by Catherine Imperatore on 01/25/2017 at 08:08 AM in Data and Research, State and Local Issues | Permalink
Earlier this month, the U.S. Department of Education released the first debt-to-earnings rates for career training programs calculated under gainful employment regulations. The programs covered include most for-profit programs, as well as certificate programs at private non-profit and public institutions.
In this first year, more than 800 programs failed to meet the gainful employment standards, as defined by estimated annual loan payments for alumni that exceed 30 percent of discretionary income and 12 percent of total earnings. The vast majority of these underperforming programs—98 percent—are offered at for-profit colleges.
In addition, 1,239 more programs are in the grey “zone”, with annual loan payments between 20 and 30 percent of discretionary income and 8 and 12 percent of total earnings. After four consecutive years of failing or “zone” rates, programs will lose federal student aid eligibility.
According to the Department, “when student debt is taken into account, community colleges—where students borrow at lower rates and lower dollar amounts—perform particularly well when matched up against comparable for-profit programs.”
Posted by Catherine Imperatore on 01/23/2017 at 07:51 AM in Data and Research, Executive Branch | Permalink
Increasing high school students’ access to industry experts is a key priority across states, according to a new report from Advance CTE, and alternative teacher certification approaches are not enough to fill the gap.
The State of CTE: Increasing Access to Industry Experts in High School, developed in partnership with the Center on Great Teachers and Leaders at American Institutes for Research, features results from two surveys, one of 47 State CTE Directors and one of 260 local CTE teachers and administrators from 26 states. Key findings include:
The publication recommends that states expand certification policies to include part-time and co-teaching licenses; develop agreements with postsecondary institutions to have faculty with industry expertise teach dual enrollment courses; develop initiatives for industry experts to act as mentors and career coaches; enhance industry awareness of opportunities to engage in the classroom; and approach all of this in a systemic way.
UPDATE: Register for a companion webinar Monday, January 9 at 3pm ET/12pm PT.
Posted by Catherine Imperatore on 01/04/2017 at 11:55 AM in Data and Research, State and Local Issues | Permalink
Last week, ACTE released the latest draft of its Quality CTE Program of Study Framework (version 3.0). This Framework is part of an ongoing project at ACTE to identify a comprehensive, research-based quality CTE program of study framework, test the framework and integrate it into our efforts to recognize and disseminate information on best practices within CTE.
This new draft of the Framework incorporates feedback received over the past year, including from focus groups, expert review, surveys, and additional research on key issues.
Based on continued feedback, the Framework draft 3.0 will be refined a final time and then pilot tested in the spring to assess its validity and utility. To provide input on the draft framework, or if you are interested in participating in the pilot testing, please contact ACTE Public Policy Director Alisha Hyslop at firstname.lastname@example.org. You can access more information about the overall project at http://www.acteonline.org/high-qualityCTE.
Posted by Alisha Hyslop on 12/05/2016 at 04:58 PM in Data and Research | Permalink
The above data point from the ACTE-myCollegeOptions® nationwide survey of CTE students and educators demonstrates that many CTE high school students are taking part in CTE programs that match their career goals. In addition, the survey found that 3 of 10 students are unsure if they will pursue a career in their CTE area of study.
By providing comprehensive career guidance and offering, where possible, a variety of CTE programming choices, CTE educators and counselors can connect secondary students with education that will prepare them for college and careers that match their interests and aptitudes. And even students who don’t wish to continue in their CTE program are saving themselves time and money by learning what does not interest them before going on to postsecondary education or the workforce.
When providing the above information to students, parents, the media and policymakers, share how your CTE program is preparing students for further education and careers through guidance, coursework and extended learning experiences that match their abilities and interests.
[i] ACTE, “College and Career Ready Through CTE” infographic, 2016.
Posted by Catherine Imperatore on 11/29/2016 at 06:24 PM in Data and Research | Permalink
How much are students earning after they’ve achieved postsecondary certificates from various U.S. institutions? New data released from the Department of Education, based on information reported for gainful employment regulations, can begin to answer that question.
According to the data release, which encompasses about 3,700 postsecondary institutions, graduates of certificate programs at public institutions typically earn almost $9,000 more than graduates of comparable programs at for-profit colleges. In addition:
This data will be used to calculate debt-to-earnings rates that help individuals determine their likely return on investment from postsecondary education. Starting in January, institutions must disclose costs, graduation rates and alumni earnings by program, per gainful employment standards.
Posted by Catherine Imperatore on 11/21/2016 at 08:19 AM in Data and Research, Postsecondary Issues | Permalink
Did you know that the service branches continually seek new recruits, including 60,700 positions projected for Fiscal Year 2017 for the U.S. Army, across 200-plus career options? In addition, there are many positions in demand at the U.S. Navy, Marine Corps, Air Force and Coast Guard. And afterward, veterans can turn their military-honed skills and experience into fulfilling civilian careers.
ACTE's latest Sector Sheet explores CTE's role in preparing students with the technical, academic and employability skills needed to serve our country in the military's most in-demand occupations and its role in helping veterans transition into the civilian workforce.
Read and share this brief at www.acteonline.org/SectorSheets.
Posted by Catherine Imperatore on 11/16/2016 at 11:23 AM in Data and Research | Permalink
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